29 research outputs found
Loneliness and Social Anxiety Mediate the Relationship between Autism Quotient and Quality of Life in University Students
Short-term Changes in Upper Extremity Dynamic Mechanical Properties Associated with Power Hand Tool Use
Alunos com distĂșrbios do espectro autĂstico em interação com professores na educação inclusiva: descrição de habilidades pragmĂĄticas Students with autistic spectrum disorders in the interaction with teachers in inclusive education: description of pragmatic skills
OBJETIVO: Investigar as habilidades pragmĂĄticas de alunos com distĂșrbios do espectro autĂstico durante a interação com suas professoras em salas comuns de escolas pĂșblicas. MĂTODOS: Participaram 14 alunos com distĂșrbios do espectro autĂstico, de ambos os gĂȘneros, com idade entre trĂȘs e oito anos (mĂ©dia=5,9; DP=1,8). Como parte do procedimento, foram realizadas filmagens em situaçÔes de sala de aula e para anĂĄlise dos aspectos pragmĂĄticos da comunicação dos participantes, foi utilizado o Protocolo de PragmĂĄtica. Os resultados foram tratados estatisticamente (p<0,05 e em alguns casos p<0,01; foram utilizados os testes de Wilcoxon, Friedman, Kruskal-Wallis, Spearman). RESULTADOS: Em mĂ©dia, o nĂșmero de atos comunicativos expressos por minuto pelas professoras (3,4 atos/min) foi superior (p<0,05) ao apresentado pelos alunos com distĂșrbios do espectro autĂstico (2,7 atos/min). Os alunos demonstraram predomĂnio de utilização do meio gestual, com mĂ©dia de 36,2 ocorrĂȘncias, e de funçÔes comunicativas menos interativas, com mĂ©dia de 24,1 ocorrĂȘncias. AlĂ©m disso, ocorreu correlação positiva entre os atos/min de alunos e professoras (p=0,01). Observou-se, tambĂ©m, que a idade e a escolaridade dos alunos nĂŁo apresentaram correlaçÔes com o estabelecimento da comunicação nas dĂades. CONCLUSĂO: Foi possĂvel identificar os dĂ©ficits e as habilidades dos alunos com distĂșrbios do espectro autĂstico em sala de aula comum e confirmar a influĂȘncia exercida pelo professor no desempenho comunicativo de tais alunos. Estes dados podem contribuir para esclarecimentos de lacunas existentes na literatura e para subsidiar intervençÔes terapĂȘuticas e educacionais nos distĂșrbios do espectro autĂstico.<br>PURPOSE: To investigate the pragmatic skills of students with autistic spectrum disorders during interaction with their teachers, in regular classrooms of public schools. METHODS: Fourteen students with autistic spectrum disorders, both male and female, with ages between three and eight years (mean=5.9; SD=1.8), participated in the study. As part of the procedure, classroom situations were filmed for the analysis of the children's pragmatic aspects of communication, using the Pragmatic Protocol. Data were statistically analyzed using Wilcoxon, Friedman, Kruskal-Wallis, and Spearman tests, with a significance level of p<0.05 and, in some cases, p<0.01. RESULTS: In average, the number of communicative acts expressed per minute by the teachers (3.4 acts/minute) was superior (p<0.05) to the number presented by the students with autistic spectrum disorders (2.7 acts/minute). The students demonstrated prevalence in the use of the gestural communication mean, with an average of 36.2 occurrences, and of less interactive communicative functions, with an average of 24.1 occurrences. Moreover, there was positive correlation between students' and teachers' acts/minute (p=0.01). It was also observed that age and level of education did not present correlations with communication establishment in the dyads. CONCLUSION: It was possible to identify deficits and abilities of students with autistic spectrum disorders in regular classroom, and to confirm the teacher's influence on the communicative performance of these students. These data may contribute to further explain existing gaps in the literature, and to base therapeutic and educational interventions in the autistic spectrum disorders